A Case Study of Leadership Supports of Job-Embedded Professional Development Page: I
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Jones, Amber R. A Case Study of Leadership Supports of Job-Embedded Professional
Development. Doctor of Philosophy (Educational Leadership), December 2019, 163 pp., 8 tables,
7 figures, 20 appendices, references, 94 titles.
Professional development is a critical part of school improvement and enhancing teacher
quality; yet there is limited literature about how principals design and lead effective professional
development systems. The research activities in this qualitative single case study explored the
leadership practices at one successful school implementing job-embedded professional
development. A conceptual framework relating Hallinger's leadership for learning construct to
professional development helped frame the research. Collected data included participant
interviews, a focus group interview, observations, and relevant document analysis. These data
were analyzed using a general inductive method to identify the prevailing leadership
characteristics. The major themes that emerged during analysis were: (a) vision and goals, (b)
high expectations, (c) structures and resources, (d) communication, (e) monitoring progress and
providing recognition, (f) focused and ongoing professional development, (g) differentiated
professional development, (h) trust and professionalism, (i) culture of learning and growth, (j)
building capacity, and (k) collaboration. These themes aligned well with the initial conceptual
framework. These findings support the concept that leadership for learning may have
implications for school leaders trying to implement effective job-embedded professional
development.
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Jones, Amber. A Case Study of Leadership Supports of Job-Embedded Professional Development, dissertation, December 2019; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1609148/m1/2/?rotate=0: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .